cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Silfia Asning Tias
Contact Email
silfiaasningtias@unesa.ac.id
Phone
+6282338492988
Journal Mail Official
idij@unesa.ac.id
Editorial Address
Universitas Negeri Surabaya, DIC office, Gedung FIP 07, Surabaya Indonesia
Location
Kota surabaya,
Jawa timur
INDONESIA
International Disability Innovation Journal
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31108105     DOI : 10.26740/idij.v1i1
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The International Disability Innovation Journal is a peer-reviewed academic publication that examines disability-related issues, the rights of individuals with disabilities, inclusive education, and innovative strategies for advancing accessibility and inclusion in society. It highlights research on novel approaches, assistive technologies, and policies that drive progress in disability studies and promote a more equitable world. It is published by the Disability Innovation Center, under the Center of Research and Disability Services at Universitas Negeri Surabaya (Unesa), Surabaya. This journal welcomes high-quality, research-driven submissions from diverse disciplines, emphasising scientific inquiry and innovative approaches to disability studies, accessibility and inclusion.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 11 Documents
 1   2 
Innovating Inclusive Literacy Instruction: Rethinking Single-Method Approaches for Learners with Diverse Abilities Hussein Hussein; Miriam Maganga
International Disability Innovation Journal Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i2.47585

Abstract

Reading instruction plays a crucial role in shaping learners’ academic achievement, language development, and long-term cognitive outcomes. However, in many multilingual and low-resource educational settings, teaching approaches remain dominated by a single method, often phonics-only or comprehension-only approaches, that fail to meet the diverse needs of learners with varied linguistic, cognitive, and socio-cultural backgrounds. This literature review aims to analyse the challenges associated with single-method reading instruction and the essential need for multifaceted, inclusive, and adaptive literacy frameworks. The study used a descriptive qualitative literature review, drawing on national and international research from 2000 to 2025. A systematic search identified 28 relevant studies, which were grouped and analysed using thematic synthesis. The themes highlight that single-method instruction limits reading comprehension, excludes learners with disabilities, and reduces learner engagement. Conversely, multifaceted approaches that integrate phonics, guided reading, vocabulary development, bilingual instruction, sociocultural relevance, and multimodal access lead to improved literacy outcomes, particularly for learners with disabilities and multilingual learners. The review concludes that adopting multifaceted literacy instruction requires stronger teacher training, improved curriculum design, and inclusive policy support.

Page 2 of 2 | Total Record : 11

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t Vol. 1 No. 1 (2025): Innovative Strategies and Inclusive Technologies for Special Needs Education in